Biology Pacing Calendar August - Camden City School District · Eukaryotes slides Cell Reading Common Lit DOQ2A - Macromolecules 2 Multicellular organisms have a hierarchical structural

Biology Pacing Calendar

August

2018

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

SAT

27 28 29 30 31

PA College Advising

Corps Training

PA College Advising

Corps Training

PA College Advising

Corps Training

PA College Advising

Corps Training

PA College Advising

Corps Training

POINTS OF EMPHASIS: UNIT 1

Overview: Life Characteristics, Chemistry

of Life, Cellular Processes and Homeostasis,

Photosynthesis, and Cellular Respiration

Unit 1 Pacing:

September 6 – November 2

DUA 1 window:

November 1- November 21

DOQ1A - Characteristics of Life

DOQ2A - Macromolecules

DOQ3A - Cell Organization, Structure, and

Transport

DOQ4A - Photosynthesis and Cellular

Respiration

SUGGESTED LABS/ACTIVITIES

*Note: Labs and activities are modifiable

based on need - links provided are merely

suggestions

Amphiphilic Liquid Lab (NJCTL)

DNA EXTRACTION

Observing Diffusion

Investigation: How Does Exercise Affect

Heart Rate?

Photosynthesis LAB

Cellular Respiration Lab - Teacher Notes

(Background INFO and basic tips if

needed/ideas to modify)

● Actual Lab for students = HS-LS1-7:

Cellular Respiration in

Performance Task Book

Cellular Respiration: Aerobic/Anaerobic

Conditions Lab (in Performance Task Book

pg 19-20)

Performance Expectations Guide

A hard copy of these will be provided to

you to be used in class where you deem

fit. The DPC provides a basic location for

where these activities could take place.

Please note that many of these activities

will need to occur over multiple days.

STANDARDS: UNIT 1

HS-LS1-3

HS-LS1-5

HS-LS1-6

HS-LS1-7

HS-LS2-3

Disciplinary Core Ideas Addressed:

LS1.A LS1.C LS2.B

FOCUS: UNIT 1 ● Investigate explanations for the

structure and functions of cells as the

basic unit of life.

● Investigate hierarchical organization

of interacting organ systems. ● Develop an explanation for how

monomers become polymers which

build the most basic molecules of

life.

● Explain the role of specialized cells

for maintenance and growth of

organisms. ● Make comparisons and contrasts of

the relationship that exists between

photosynthesis and cellular

respiration and explain how these

two processes provide most of the

energy for life processes.

STUDENTS WHO DEMONSTRATE

UNDERSTANDING CAN: UNIT 1

PERFORMANCE EXPECTATION TASKS ● Develop and use a model to illustrate

the hierarchical organization of

interacting systems that provide

specific functions within multicellular

organisms. (HS-LS1-2)

● Construct and revise an explanation

based on evidence for how carbon,

hydrogen, and oxygen from sugar

molecules may combine with other

elements to form amino acids and/or

other large carbon-based molecules.

(HS-LS1-6)

● Plan and conduct an investigation to

provide evidence that feedback

mechanisms maintain homeostasis.

(HS-LS1-3)

● The process of photosynthesis

converts light energy to stored

chemical energy by converting

carbon dioxide plus water into sugars

plus released oxygen. (HS-LS1-5)

● Use a model to illustrate that cellular

respiration is a chemical process

whereby the bonds of food

molecules and oxygen molecules are

broken and the bonds in new

compounds are formed resulting in a

net transfer of energy. (HS-LS1-7)

● Construct and revise an explanation

based on evidence for the cycling of

matter and flow of energy in aerobic

and anaerobic conditions (HS-LS2-3)

https://docs.google.com/document/d/14ApXAp23HzAkBXGeisAj7Kshv-WYAnpnIq2rmLpwJq0/edit?usp=sharing

https://docs.google.com/document/d/1rmAiMXRzxOkDv4d5SRBq9LcFgkgrbEynyIS34ziWbgM/edit#heading=h.gjdgxs

https://www.biologycorner.com/worksheets/diffusionlab.html

https://docs.google.com/document/d/1XCCLFLuVWznHuRm6ZbFmfRqE1zZAYg57QP5vnNElNEc/edit


http://www2.nau.edu/lrm22/lessons/photosynthesis/photosynthesis.html

https://docs.google.com/document/d/1XBMNIKL3HCoVCuntu3gXRP6JE3IEitFH3qUlS4nPA_c/edit?usp=sharing

September 2018

Monday Tuesday Wednesday Thursday Friday

3 4 5 6 7

Labor Day

Schools Closed

All Day PD All Day PD 1st Day of School

Classroom policies and

procedures

Classroom policies and

procedures

10 11 12 13 14

● LAB SAFETY ● LAB SAFETY ● DCI LS1.A/HS-LS1-2 Systems

of specialized cells within

organisms help them perform the essential functions of life.

● SUGGESTED TOPIC: LUCA /

Characteristics of Life Shared by

Living Organisms ● Common Lit - What is Earth?

● DCI LS1.A./ HS-LS1-2 Systems

of specialized cells within

organisms help them perform the essential functions of life.

● SUGGESTED TOPIC: LUCA /

Characteristics of Life Shared by

Living Organisms

● DCI LS1.A.HS-LS1-2 Multicellular

organisms have a hierarchical structural

organization, in which any one system

is made up of numerous parts and is

itself a component of the next level.

● SUGGESTED TOPIC: REVIEW: Organism Classification

Activity

https://www.commonlit.org/en/texts/what-is-earth?search_id=574053

https://www.biologycorner.com/worksheets/taxonomy_interpret.html



17 18 19 22 21

● DOQ1A Char. of Life ● DCI LS1.A.HS-LS1-2 Multicellular

organisms have a hierarchical

structural organization, in which

any one system is made up of

numerous parts and is itself a

component of the next level.

● DCI LS1.C.HS-LS1-6 The sugar

formed contain carbon, hydrogen,

and oxygen: their hydrocarbon

backbones are used to make amino

acids and other carbon-based

molecules that can be assembled

into larger molecules (such as

proteins or DNA), used for example

to form new cells.

● SUGGESTED TOPIC: Chemistry

of Life / Intro to Carbon Based

Molecules and Carbs

● DOQ1A Char. of Life ● DCI LS1.A.HS-LS1-2

Multicellular organisms have a

hierarchical structural

organization, in which any one

system is made up of numerous

parts and is itself a component of

the next level.


formed contain carbon,

hydrogen, and oxygen: their

hydrocarbon backbones are used

to make amino acids and other

carbon-based molecules that can

be assembled into larger

molecules (such as proteins or

DNA), used for example to form

new cells.

● SUGGESTED TOPIC: Chemistry of Life / Intro to

Macromolecules &

CARBOHYDRATES

● DCI LS1.A /.HS-LS1-2






the next level.




backbones are used to make

amino acids and other carbon-

based molecules that can be

assembled into larger molecules

(such as proteins or DNA), used

for example to form new cells.

● SUGGESTED TOPIC:

Chemistry of Life NUCLEIC

ACIDS

● DCI LS1.A.HS-LS1-2

Multicellular organisms have a hierarchical structural


system is made up of numerous parts and is itself a component of

the next level.




backbones are used to make

amino acids and other carbon-

based molecules that can be

assembled into larger molecules

(such as proteins or DNA), used

for example to form new cells.


of Life

● DNA EXTRACTION LAB


organisms have a hierarchical structural

organization, in which any one system

is made up of numerous parts and is

itself a component of the next level.

● DCI LS1.C.HS-LS-1-6 The sugar

formed contain carbon, hydrogen, and

oxygen: their hydrocarbon backbones

are used to make amino acids and other

carbon-based molecules that can be

assembled into larger molecules (such

as proteins or DNA), used for example

to form new cells.

● SUGGESTED TOPIC: Chemistry of

Life PROTEINS

24 25 26 27 28






component of the next level.

● DCI LS1.C.HS-LS1-6 Construct and revise an explanation based on

evidence for how carbon, hydrogen,

and oxygen from sugar molecules may combine with other elements to

form amino acids and/or other large

carbon-based molecules.







the next level. ● DCI LS1.C.HS-LS1-6 Construct

and revise an explanation based

on evidence for how carbon,

hydrogen, and oxygen from sugar molecules may combine

with other elements to form

amino acids and/or other large carbon-based molecules.







the next level. ● SUGGESTED TOPIC:

Chemistry of Life Macromolecule

Summarization/Catch Up Day

● DOQ2A - Macromolecules ● DCI LS1.A.HS-LS1-2


hierarchical structural organization, in which any one


parts and is itself a component of the next level.

● SUGGESTED TOPIC: Cell

Theory / Prokaryotes and Eukaryotes slides

● Cell Reading Common Lit

● DOQ2A - Macromolecules ● DCI LS1.A.HS-LS1-2 Multicellular


structural organization, in which any one system is made up of numerous

parts and is itself a component of the

next level. ● SUGGESTED TOPIC: Cell Theory /

Prokaryotes and Eukaryotes

● Cell Reading Common Lit

https://docs.google.com/document/d/1rmAiMXRzxOkDv4d5SRBq9LcFgkgrbEynyIS34ziWbgM/edit#heading=h.gjdgxs

https://www.commonlit.org/en/texts/let-s-see-what-you-re-made-of?search_id=573697

https://www.commonlit.org/en/texts/let-s-see-what-you-re-made-of?search_id=573697


of Life LIPIDS / Introduce PHOSPHOLIPID BILAYER

●


Chemistry of Life LIPIDS

● Amphiphilic Liquid Lab

(NJCTL)

October 2018


1 2 3 4 5

FAFSA Opens






component of the next level. ● SUGGESTED TOPIC: Cell

Organization / Cell Membrane






parts and is itself a component

of the next level.

● SUGGESTED TOPIC: Cell Organization (organelles

review) / Cell Membrane

● DCI LS1.A.HS-LS1-3 Feedback

mechanisms maintain a living

system’s internal conditions within

certain limits and mediate

behaviors, allowing it to remain

alive and functional even as

external conditions change within

some range. Feedback mechanisms

can encourage (through positive

feedback) or discourage (negative

feedback) what is going on inside

the living system.


Transport and Homeostasis

Diffusion and Osmosis (Passive

Transport)



system’s internal conditions

within certain limits and mediate




some range. Feedback

mechanisms can encourage

(through positive feedback) or

discourage (negative feedback)

what is going on inside the living

system.

● SUGGESTED TOPIC: Transport

and Homeostasis Diffusion and

Osmosis (Passive Transport)












the living system.



● ACTIVITY: OBSERVING

DIFFUSION

8 9 10 11 12








some range. Feedback

mechanisms can encourage

(through positive feedback) or

discourage (negative feedback)

what is going on inside the living

system.

90 Minute PD – PLC

● DOQ3A Cell Organization ● DCI LS1.A.HS-LS1-3

Feedback mechanisms

maintain a living system’s

internal conditions within


behaviors, allowing it to

remain alive and functional

even as external conditions

change within some range.

Feedback mechanisms can

encourage (through positive

PSAT ● DOQ3A Cell Organization ● DCI LS1.A.HS-LS1-3 Feedback










● DCI LS1.C.HS-LS1-5 The

process of photosynthesis



carbon dioxide plus water into

sugars plus released oxygen.


Photosynthesis Intro

● Photosynthesis Diagram

● Photosynthesis Coloring Diagram

● Photosynthesis Virtual Lab

Activity

● DCI LS1.C.HS-LS1-5 The process

of photosynthesis converts light

energy to stored chemical energy

by converting carbon dioxide plus

water into sugars plus released

oxygen.


Photosynthesis Process





https://www.biologycorner.com/2016/10/04/how-does-photosynthesis-work/

https://www.biologycorner.com/2018/06/15/photosynthesis-coloring/

https://www.biologycorner.com/worksheets/photosynthesis_virtual.html

https://www.biologycorner.com/worksheets/photosynthesis_virtual.html



(Active Transport)

● Cell Transport Practice

feedback) or discourage

(negative feedback) what is

going on inside the living

system.

● HS-LS1-3 Plan and conduct

an investigation to provide

evidence that feedback

mechanisms maintain

homeostasis.


Investigation: How Does

Exercise Affect Heart Rate?


the living system.

● HS-LS1-3 Plan and conduct an

investigation to provide evidence

that feedback mechanisms

maintain homeostasis.

● Investigation: How Does Exercise

Affect Heart Rate?

15 16 17 18 19

● DCI LS1.C.HS-LS1-5 The process

of photosynthesis converts light

energy to stored chemical energy by

converting carbon dioxide plus

water into sugars plus released

oxygen.


Photosynthesis LAB

● Performance Task - Photosynthesis

(HS-LS1-5)

*Note these are VERY SIMILAR

activities. Both are provided for

you to choose or combine and make

your own lab handout.

● Con’t Photosynthesis Lab

● DCI LS1.C.HS-LS1-5 The

process of photosynthesis



carbon dioxide plus water into

sugars plus released oxygen.


Photosynthesis LAB

● Performance Task -

Photosynthesis (HS-LS1-5)

*Note these are VERY

SIMILAR activities. Both are

provided for you to choose or

combine and make your own

lab handout.

● DCI LS1.C HS-LS1-7 As matter

and energy flow through different

organizational levels of living systems, chemical elements are

recombined in different ways to

form different products. ● DCI LS1.C HS-LS1-7 As a result of

these chemical reactions, energy is

transferred from one system of interacting molecules to another.

Cellular respiration is a chemical

process in which the bonds of food

molecules and oxygen molecules

are broken and new compounds are

formed that can transport energy to muscles. Cellular respiration also

releases the energy needed to

maintain body temperature despite ongoing energy transfer to the

surrounding environment.

● SUGGESTED TOPIC: Cellular Respiration Overview

● Cellular Respiration Coloring

Diagram

● DCI LS1.C HS-LS1-7 As matter

and energy flow through different

organizational levels of living systems, chemical elements are

recombined in different ways to

form different products. ● DCI LS1.C HS-LS1-7 As a result

of these chemical reactions,

energy is transferred from one system of interacting molecules to

another. Cellular respiration is a

chemical process in which the

bonds of food molecules and

oxygen molecules are broken and

new compounds are formed that can transport energy to muscles.

Cellular respiration also releases

the energy needed to maintain body temperature despite ongoing

energy transfer to the surrounding

environment. ● SUGGESTED TOPIC: Cellular

Respiration Overview

All Day PD

22 23 24 25 26

● DCI LS1.C HS-LS1-7 As matter and energy flow through different

organizational levels of living

systems, chemical elements are recombined in different ways to

form different products.

90 Minute PD

● DCI LS1.C HS-LS1-7 As matter and energy flow through

different organizational levels

of living systems, chemical elements are recombined in

● DOQ 4A Photosynthesis and

Cellular Respiration

● DCI LS2.B HS-LS2-3

Photosynthesis and cellular respiration (including anaerobic

Nat’l Hispanic College Fair

● DOQ 4A Photosynthesis and

Cellular Respiration

DCI LS2.B HS-LS2-3 Photosynthesis

and cellular respiration (including

● DCI LS2.B HS-LS2-3 Photosynthesis and cellular

respiration (including anaerobic

processes) provide most of the energy for life processes.

https://www.biologycorner.com/2017/10/08/cell-membrane-and-transport/







https://www.biologycorner.com/worksheets/mitochondrion-color.html

https://www.biologycorner.com/worksheets/mitochondrion-color.html

● DCI LS1.C HS-LS1-7 As a result of

these chemical reactions, energy is transferred from one system of

interacting molecules to another.

Cellular respiration is a chemical process in which the bonds of food

molecules and oxygen molecules are broken and new compounds are

formed that can transport energy to

muscles. Cellular respiration also releases the energy needed to

maintain body temperature despite

ongoing energy transfer to the surrounding environment.

● SUGGESTED TOPIC: Cellular

Respiration LAB Teacher Notes Coincides with Cellular Respiration

in Performance Task Book

Cellular Respiration (HS-LS1-7) NOTE: Requires KOH in powder form.

Ask Chem Teacher for powder or order

on AMAZON (Possibly)

different ways to form different

products. ● DCI LS1.C HS-LS1-7 As a

result of these chemical

reactions, energy is transferred from one system of interacting

molecules to another. Cellular respiration is a chemical process

in which the bonds of food

molecules and oxygen molecules are broken and new

compounds are formed that can

transport energy to muscles. Cellular respiration also

releases the energy needed to

maintain body temperature despite ongoing energy transfer

to the surrounding environment.

● SUGGESTED TOPIC: Cellular Respiration LAB Teacher Notes

Coincides with Cellular

Respiration in Performance Task Book

Cellular Respiration (HS-LS1-

7)

processes) provide most of the

energy for life processes. ● SUGGESTED TOPIC: Cellular

Respiration Process

anaerobic processes) provide most of the



Respiration Process


Respiration Aerobic vs. Anaerobic Conditions

29


Photosynthesis and cellular

respiration (including anaerobic processes) provide most of the



Aerobic and Anaerobic

Processes in Yeast (HS-LS2-3)

30



respiration (including anaerobic processes) provide

most of the energy for life

processes.


Aerobic and Anaerobic

Processes in Yeast (HS-

LS2-3)

31





processes. ● SUGGESTED TOPIC:

Compare/Contrast

Photosynthesis and Cellular Respiration (reading CK-12)

● Photosynthesis and Cellular

Respiration Diagram





https://www.ck12.org/biology/cellular-respiration-and-photosynthesis/lesson/Connecting-Cellular-Respiration-and-Photosynthesis-MS-LS/




https://www.biologycorner.com/worksheets/photosynthesis-respiration-model.html

https://www.biologycorner.com/worksheets/photosynthesis-respiration-model.html

POINTS OF EMPHASIS: UNIT 2 Overview: Cell Division, Inheritance, and

Variation

Unit 2 Pacing:

November 13 - January 14

DUA 2 window:

Jan 14 - Jan 31

DOQ5A - Mitosis

DOQ6A - Meiosis

DOQ7A - Mendel and Punnett Squares

DOQ8A - Non-Mendelian Genetics


*Note: Labs and activities are

modifiable based on need - links

provided are merely suggestions

OREO MITOSIS or Performance Task in

Performance Expectation Guide -

Illustrating Cell Division and

Differentiation (HS-LS1-4)

GUMMY WORM MEIOSIS

TRAITS and PROBABILITY - Performance

Task from Performance Expectation

Guide (HS-LS3-3)

STANDARDS: UNIT 2

HS-LS1-4 HS-LS3-1 HS-LS3-2 HS-LS3-3


LS1.B LS3.B

FOCUS: UNIT 2 ● Describe how cellular division and differentiation

produce and maintain complex organisms. ● Compare and contrast sexual and asexual

reproduction.

● Differentiate between the processes of mitosis

and meiosis and the types of cells that are

produced in each process.

● Identify how many sets of genes are found in

most adult organisms.

● Apply statistics and probability to explain the

variation and distribution of traits in a population.

● Discover how traits are passed from parent to

offspring.

● Summarize that cells in a multicellular organisms

contain the same DNA with different genes that

are expressed.



PERFORMANCE EXPECTATION TASKS ● Use a model to illustrate the role

of cellular division (mitosis) and

differentiation in producing and

maintaining complex organisms.

(HS-LS1-4)

● Ask questions to clarify

relationships about the role of

DNA and chromosomes in coding

and instructions for characteristic

traits passed from parents to

offspring. (HS-LS3-1)

● Make and defend a claim based

on evidence that inheritable

genetic variations may result

from: (1) new genetic

recombinations through meiosis,

(2) viable errors occurring during

replication, and/or (3) mutations

caused by environmental factors.

(HS-LS3-2)

● Apply concepts of statistics and

probability to explain the

variation and distribution of

expressed traits in a population

(HS-LS3-3)

https://docs.google.com/document/d/1PfhsDN6QuURlxjo5i753PfCRq5X0VVfzVz4I7TcwO-s/edit?usp=sharing

https://docs.google.com/document/d/1DuzSC3qbOcKMS-P00tFLUL94BYLMCtJm_ww7R5WUl6U/edit?usp=sharing

Biology Pacing Calendar November 2018


1 2





processes. ● SUGGESTED TOPIC:

Compare/Contrast

Photosynthesis and Cellular Respiration

BIOLOGY DUA 1 Window

Opens

ACT Registration Deadline

● DCI LS2.B HS-LS2-3 Photosynthesis and cellular

respiration (including

anaerobic processes) provide most of the energy for life

processes.

● SUGGESTED TOPIC: Compare/Contrast

Photosynthesis and Cellular

Respiration

BIOLOGY DUA 1

Unit 1: Molecules to

Organisms: Structures and

Processes ENDS

5

BIOLOGY DUA 1

6

Election Day

Schools Closed

7 8

NJEA Conference

Schools Closed

9

NJEA Conference

Schools Closed

BIOLOGY DUA 1

12 13 14 15 16

Veterans Day

Schools Closed

● DCI LS1.B HS-LS1-4 In multicellular organisms

individual cells grow and divide via a process called mitosis,

thereby allowing the organism to

grow. The organism begins as a single cell (fertilized egg) that

divides successively to produce

many cells, with each parent cell

End of 1st Marking Period

● DCI LS1.B HS-LS1-4 In

multicellular organisms individual cells grow and divide via a process

called mitosis, thereby allowing the

organism to grow. The organism begins as a single cell (fertilized

egg) that divides successively to

● DCI LS1.B HS-LS1-4 In multicellular organisms individual

cells grow and divide via a process

called mitosis, thereby allowing the organism to grow. The organism

begins as a single cell (fertilized

egg) that divides successively to produce many cells, with each

parent cell passing identical genetic



called mitosis, thereby allowing the organism to grow. The

organism begins as a single cell

(fertilized egg) that divides successively to produce many

cells, with each parent cell passing

passing identical genetic

material (two variants of each chromosome pair) to both

daughter cells. Cellular division

and differentiation produce and maintain a complex organism,

composed of systems of tissues and organs that work together to

meet the needs of the whole

organism. ● Suggested Topic: CELL

SIZE, GROWTH and

REPRODUCTION

(sexual/asexual)

90 Minute PD - PLC

HBCU College Fair

BIOLOGY DUA 1

produce many cells, with each

parent cell passing identical genetic material (two variants of each

chromosome pair) to both daughter

cells. Cellular division and differentiation produce and

maintain a complex organism, composed of systems of tissues and

organs that work together to meet

the needs of the whole organism. ● Suggested Topic: CELL SIZE,

GROWTH and REPRODUCTION

(sexual/asexual)

BIOLOGY DUA 1

material (two variants of each

chromosome pair) to both daughter cells. Cellular division and

differentiation produce and maintain

a complex organism, composed of systems of tissues and organs that

work together to meet the needs of

the whole organism. ● Suggested Topic: CELL DIVISION

PROCESS - Chromosomes and Cell

Cycle

BIOLOGY DUA 1

identical genetic material (two

variants of each chromosome pair) to both daughter cells. Cellular

division and differentiation

produce and maintain a complex organism, composed of systems of

tissues and organs that work together to meet the needs of the

whole organism. ● Suggested Topic: CELL

DIVISION PROCESS - Chromosomes and Cell Cycle

BIOLOGY DUA 1

19 ● DCI LS1.B HS-LS1-4 In

multicellular organisms individual cells grow and divide

via a process called mitosis,

thereby allowing the organism to grow. The organism begins as a

single cell (fertilized egg) that

divides successively to produce many cells, with each parent cell

passing identical genetic material

(two variants of each chromosome pair) to both

daughter cells. Cellular division

and differentiation produce and maintain a complex organism,

composed of systems of tissues

and organs that work together to meet the needs of the whole


DIVISION PROCESS - Mitosis

Phases

20


multicellular organisms individual cells grow and divide via a

process called mitosis, thereby allowing the organism to grow.

The organism begins as a single

cell (fertilized egg) that divides successively to produce many

cells, with each parent cell

passing identical genetic material (two variants of each chromosome

pair) to both daughter cells.

Cellular division and differentiation produce and

maintain a complex organism,





Phases

● Mitosis Phases Activity (Virtual)

21 ● DCI LS1.B HS-LS1-4 In

multicellular organisms individual cells grow and divide via a process

called mitosis, thereby allowing the

organism to grow. The organism begins as a single cell (fertilized


produce many cells, with each parent cell passing identical genetic

material (two variants of each

chromosome pair) to both daughter cells. Cellular division and

differentiation produce and

maintain a complex organism, composed of systems of tissues and


the needs of the whole organism. ● Suggested Topic: CELL


Phases / Cytokinesis

22 23

BIOLOGY DUA 1

BIOLOGY DUA 1

BIOLOGY DUA 1

Thanksgiving

Schools Closed

Thanksgiving

Schools Closed

https://www.biologycorner.com/projects/mitosis.html

26

½ Day

27

½ Day

28 29

30

● DOQ 5A - Cell Division and

Mitosis ● DCI LS1.B HS-LS1-4 In

multicellular organisms

individual cells grow and divide

via a process called mitosis,

thereby allowing the organism to

grow. The organism begins as a

single cell (fertilized egg) that divides successively to produce

many cells, with each parent cell

passing identical genetic material (two variants of each

chromosome pair) to both

daughter cells. Cellular division and differentiation produce and




organism. ● Suggested Topic: OREO

MITOSIS Model Activity OR

● Illustrating Cell Division and Differentiation Performance Task

(HS-LS1-4)

● DOQ 5A - Cell Division and

Mitosis ● DCI LS1.B HS-LS1-4 In

multicellular organisms individual

cells grow and divide via a

process called mitosis, thereby

allowing the organism to grow.

The organism begins as a single

cell (fertilized egg) that divides successively to produce many

cells, with each parent cell

passing identical genetic material (two variants of each chromosome

pair) to both daughter cells.

Cellular division and differentiation produce and




organism. ● Suggested Topic: OREO

MITOSIS Model Activity OR

● Illustrating Cell Division and Differentiation Performance Task

(HS-LS1-4)



cells grow and divide via a process called mitosis, thereby allowing the

organism to grow. The organism






cells. Cellular division and differentiation produce and


composed of systems of tissues and organs that work together to meet

the needs of the whole organism. ● SUGGESTED TOPIC: Cell Cycle

Regulation and Cancer



cells grow and divide via a process called mitosis, thereby allowing the

organism to grow. The organism






cells. Cellular division and differentiation produce and maintain

a complex organism, composed of

systems of tissues and organs that work together to meet the needs of

the whole organism. ● SUGGESTED TOPIC: Cell Cycle

Regulation and Cancer



cells grow and divide via a process called mitosis, thereby allowing

the organism to grow. The

organism begins as a single cell

(fertilized egg) that divides

successively to produce many

cells, with each parent cell passing identical genetic material (two

variants of each chromosome pair)

to both daughter cells. Cellular division and differentiation

produce and maintain a complex

organism, composed of systems of tissues and organs that work

together to meet the needs of the

whole organism. ● SUGGESTED TOPIC: Cell

Differentiation and Stem Cells

● Stem Cell Reading Common Lit ● Cell Differentiation Common Lit





https://www.commonlit.org/en/texts/scientists-clone-human-embryos-to-make-stem-cells?search_id=573606

https://www.commonlit.org/en/texts/things-get-more-complicated-when-you-re-older?search_id=573653

December 2018


3



called mitosis, thereby allowing the organism to grow. The organism


egg) that divides successively to produce many cells, with each

parent cell passing identical genetic

material (two variants of each chromosome pair) to both daughter

cells. Cellular division and

differentiation produce and maintain a complex organism,

composed of systems of tissues and


the needs of the whole organism. ● SUGGESTED TOPIC: Cell

Differentiation and Stem Cells ● Stem Cell Reading Common Lit

● Cell Differentiation Common Lit

4

● DCI LS3.B HS-LS3-2 In sexual reproduction, chromosomes can

sometimes swap sections during

the process of meiosis (cell division) thereby creating new

genetic combinations and thus

more genetic variation. ● SUGGESTED TOPIC: Karyotypes

/ Chromosome Number / Begin

phases of Meiosis.

5





more genetic variation.

● SUGGESTED TOPIC: Karyotypes / Chromosome

Number / Begin phases of Meiosis.

6

● DCI LS3.B HS-LS3-2 In sexual reproduction,

chromosomes can sometimes

swap sections during the process of meiosis (cell division)

thereby creating new genetic

combinations and thus more

genetic variation. ● SUGGESTED TOPIC: Meiosis

Phases

7

● DOQ 6A - Meiosis


sexual reproduction, chromosomes can sometimes

swap sections during the

process of meiosis (cell division) thereby creating new


more genetic variation. ● SUGGESTED TOPIC: Meiosis

Phases

90 Minute PD - PLC

10 11 12 13 14

DOQ 6A - Meiosis


sometimes swap sections during the

process of meiosis (cell division) thereby creating new genetic

combinations and thus more

genetic variation. ● SUGGESTED TOPIC: Gummy

Worm Meiosis Lab Activity





more genetic variation. ● SUGGESTED TOPIC: Gummy

Worm Meiosis Lab Activity

● HS-LS3-3 Apply concepts of statistics and probability to

explain the variation and

distribution of expressed traits in a population.

● SUGGESTED TOPIC: Intro to

Genetics and Gregor Mendel





Genetics and Gregor Mendel




● SUGGESTED TOPIC: Use

probability to predict inherited traits. Genetics VOCAB and

Probability

● Common Lit - Dominant vs. Recessive

https://www.commonlit.org/en/texts/scientists-clone-human-embryos-to-make-stem-cells?search_id=573606

https://www.commonlit.org/en/texts/things-get-more-complicated-when-you-re-older?search_id=573653





https://www.commonlit.org/en/texts/things-that-show-and-things-that-don-t?search_id=573913

https://www.commonlit.org/en/texts/things-that-show-and-things-that-don-t?search_id=573913

17 18 19 20 21

● HS-LS3-3 Apply concepts of statistics and probability to explain

the variation and distribution of

expressed traits in a population. ● SUGGESTED TOPIC: Use

probability to predict inherited

traits. Genetics VOCAB and Probability

● HS-LS3-3 Apply concepts of statistics and probability to explain


expressed traits in a population. ● SUGGESTED TOPIC: Mendelian

Genetics Monohybrid Squares




● SUGGESTED TOPIC: Mendelian

Genetics Monohybrid Squares

● DOQ7A - MENDEL and

PUNNETT SQUARES





Mendelian Genetics Monohybrid Squares

● DOQ7A - MENDEL and

PUNNETT SQUARES





Mendelian Genetics Monohybrid Squares

24 25 26 27 28

Winter Break

Schools Closed

Winter Break

Schools Closed

Winter Break

Schools Closed

Winter Break

Schools Closed

Winter Break

Schools Closed

31

Winter Break

Schools Closed

January 2019


1 2

● HS-LS3-3 Apply concepts of

statistics and probability to


distribution of expressed traits in

a population. ● SUGGESTED TOPIC:

Traits and Probability

Performance Task from Performance Expectations Guide

(HS-LS3-3)

3


statistics and probability to explain


expressed traits in a population.

● SUGGESTED TOPIC: Traits and Probability Performance

Task from Performance Expectations

Guide (HS-LS3-3)

● HS-LS3-3 Apply concepts of statistics

and probability to explain the variation

and distribution of expressed traits in a

population. ● SUGGESTED TOPIC: Dihybrid Punnett

Squares

Winter Break

Schools Closed


7



the variation and distribution of expressed traits in a population.

● SUGGESTED TOPIC Dihybrid Punnett Squares

8




● SUGGESTED TOPIC: Dihybrid Punnett Squares

9


statistics and probability to

explain the variation and distribution of expressed traits in

a population. ● SUGGESTED TOPIC: Dihybrid

Punnett Squares

10




● SUGGESTED TOPIC: Use probability to predict inherited traits

- NON MENDELIAN GENETICS

Incomplete Dominance, Codominance, Multiple Alleles,

Polygenic Traits

11

● HS-LS3-3 Apply concepts of statistics

and probability to explain the variation

and distribution of expressed traits in a population.

● SUGGESTED TOPIC: Use probability to predict inherited traits - NON

MENDELIAN GENETICS Incomplete

Dominance, Codominance, Multiple Alleles, Polygenic Traits

POINTS OF EMPHASIS: UNIT 3 Overview: DNA and RNA Structure

and Function, Protein Synthesis,

Evolution, Natural Selection

Unit 3 Pacing:

January 16th - March 29th

DUA 3 Window:

March 29 - April 18th

DOQ9A - DNA History and Structure

DOQ10A - Transcription and

Translation

DOQ11A - Mutations and Genetic

Disorders

DOQ 12A - Evolution and Natural

Selection





DNA Structure Model Building Lab

Transcription/Translation Virtual Lab

Performance Task HS-LS1-1:

Explaining Protein Synthesis

Mutation Activity

Bird Beak Activity

Performance Task HS-LS4-1:

Communicating Evidence of

Evolution (pg 37-38)

Performance Task HS-LS4-2: Natural

Selection (pg 39-40) OR WS to

accompany Activity

Peppered Moth Activity

Performance Task HS-LS4-4: Predator

Prey Pursuit (pg 43-44)

STANDARDS: UNIT 3

HS-LS1-1

HS-LS3-1

HS-LS3-2

HS-LS4-1

HS-LS4-2

HS-LS4-3

HS-LS4-4


LS1.A LS3.A LS3.B LS4.A LS4.B LS4.C

FOCUS: UNIT 3 ● Explain how the structure of DNA

determines the structure of proteins

and what causes inheritable genetic

conditions.

● Explore how genetic information

encoded in DNA directs the

synthesis of proteins with the

assistance of RNA through

transcription and translation

processes.

● Construct explanations based on

evidence that biological evolution

is supported by multiple lines of

evidence.

● Summarize the four main principles

to the theory of natural selection.

● Apply probability and statistics to

support explanations about how

genetic makeup of populations can

change over time given certain

selection pressures.



PERFORMANCE EXPECTATION TASKS ● Construct an explanation based on evidence

for how the structure of DNA determines the

structure of proteins which carry out the

essential functions of life through systems of

specialized cells. (HS-LS1-1)

● Ask questions to clarify relationships about the

role of DNA and chromosomes in coding the

instructions for characteristic traits passed from

the parents to offspring. (HS-LS3-1)

● Make and defend a claim based on evidence

that inheritable genetic variations may result

from: (1) new genetic combinations through

meiosis, (2) viable errors during replication,

and/or (3) mutations caused by environmental

factors.

● Communicate scientific information that

common ancestry and biological evolution are

supported by multiple lines of empirical

evidence. (HS-LS4-1)

● Construct an explanation based on evidence

that the process of evolution primarily results

from four factors: (1) the potential for a species

to increase in number, (2) the heritable genetic

variation of individuals in a species due to

mutation or sexual reproduction, (3)

competition for limited resources, and (4) the

proliferation of those organisms that are better

able to survive and reproduce in the

environment. (HS-LS4-2)

● Apply concepts of statistics and probability to

support explanations that organisms with an

advantageous heritable trait tend to increase

in proportion to organisms lacking this trait. (HS-

LS4-4)

● Construct an explanation based on evidence

for how natural selection leads to adaptations

of populations. (HS-LS4-4)

https://drive.google.com/file/d/0B5tVBflI4EbjdTlURGg4TVE1T1E/view?usp=sharing

https://learn.genetics.utah.edu/content/basics/transcribe/

https://www.biologycorner.com/2017/06/15/dna-mutation-activity/

https://drive.google.com/file/d/0B5tVBflI4EbjdnRaTDdTYlVuTG8/view?usp=sharing

https://www.biologycorner.com/worksheets/natural_selection_sim_phet.html


https://www.biologycorner.com/worksheets/pepperedmoth.html

14

● DOQ8A - Non-Mendelian

Genetics


Environmental factors can cause mutations in genes, and viable

mutations are inherited.

● DCI LS3.B HS-LS3-2 Environmental factors also affect

expression of traits and hence the probability of occurrences of

traits in a population. Thus the

variation and distribution of traits observed depends on both genetic

and environmental factors.

Unit 2: Cell Division,

Inheritance Patterns and

Variation of Traits

ENDS

● Research Project HS-LS3-2

Variation in Human Traits

modified from Performance

Expectations Guide

BIOLOGY DUA 2 Window

Opens

15

● DOQ8A - Non-Mendelian

Genetics

● DCI LS3.B HS-LS3-2 Environmental factors can cause

mutations in genes, and viable

mutations are inherited. ● DCI LS3.B HS-LS3-2

Environmental factors also affect

expression of traits and hence the probability of occurrences of

traits in a population. Thus the

variation and distribution of traits observed depends on both genetic

and environmental factors.

Unit 2: Cell Division,

Inheritance Patterns and

Variation of Traits

ENDS

● Research Project HS-LS3-2

Variation in Human Traits

modified from Performance Expectations Guide

BIOLOGY DUA 2

16

● DCI LS1.A HS-LS1-1 All cells contain genetic information in

the form of DNA molecules.

Genes are region in the DNA that contain the instructions that

code for the formation of

proteins. ● SUGGESTED TOPIC: History

and Role of DNA

BIOLOGY DUA 2

17

● DCI LS1.A HS-LS1-1 All cells contain genetic information in the

form of DNA molecules. Genes

are region in the DNA that contain the instructions that code for the

formation of proteins.

● SUGGESTED TOPIC: History and Role of DNA / DNA Structure

BIOLOGY DUA 2

18

● DCI LS1.A HS-LS1-1 All cells contain genetic information in the form of DNA

molecules. Genes are region in the

DNA that contain the instructions that code for the formation of proteins. .

● SUGGESTED TOPIC: DNA Structure

BIOLOGY DUA 2

21 22



are region in the DNA that contain the instructions that code

for the formation of proteins.

● SUGGESTED TOPIC: DNA

Structure

23



Genes are region in the DNA that contain the instructions that

code for the formation of proteins.


DNA Structure Lab

24



are regions of DNA that contain the instructions that code for the



Structure Lab

25

● DCI LS1.A HS-LS1-1 All cells contain genetic information in the form of DNA

molecules. Genes are regions of DNA

that contain the instructions that code for the formation of proteins.


Replication

MLK Day

Schools Closed

90 Minute PD - PLC

BIOLOGY DUA 2

BIOLOGY DUA 2 BIOLOGY DUA 2 BIOLOGY DUA 2






28


● DCI LS1.A HS-LS1-1 All cells

contain genetic information in the

form of DNA molecules. Genes are regions of DNA that contain

the instructions that code for the

formation of proteins. ● SUGGESTED TOPIC: DNA

Replication

29






formation of proteins. ● DCI LS3.A HS-LS3-1 Each

chromosome consists of a single

very long DNA molecule, and each gene on the chromosome is

a particular segment of that

DNA. The instructions for forming species’ characteristics

are carried in DNA. All cells in

an organism have the same genetic content, but the genes

used (expressed) by the cell may

be regulated in different ways. Not all DNA codes for a protein;

some segments of DNA are

involved in regulatory or structural functions, and some

have no as yet known function.

● SUGGESTED TOPIC: Intro

to RNA

30



Genes are regions of DNA that contain the instructions that

code for the formation of

proteins. ● DCI LS3.A HS-LS3-1 Each


very long DNA molecule, and each gene on the chromosome

is a particular segment of that




used (expressed) by the cell

may be regulated in different ways. Not all DNA codes for a

protein; some segments of DNA

are involved in regulatory or structural functions, and some


● SUGGESTED TOPIC: Intro

to RNA

31





● DCI LS3.A HS-LS3-1 Each chromosome consists of a single

very long DNA molecule, and each

gene on the chromosome is a particular segment of that DNA.

The instructions for forming

species’ characteristics are carried in DNA. All cells in an organism

have the same genetic content, but

the genes used (expressed) by the cell may be regulated in different

ways. Not all DNA codes for a

protein; some segments of DNA are involved in regulatory or

structural functions, and some have

no as yet known function.

● SUGGESTED TOPIC: RNA

BIOLOGY DUA 2 BIOLOGY DUA 2 BIOLOGY DUA 2

End of 2nd Marking Period

BIOLOGY DUA 2

February 2019


1

All Day PD

4







very long DNA molecule, and

each gene on the chromosome is a

particular segment of that DNA.

The instructions for forming species’ characteristics are carried

in DNA. All cells in an organism

have the same genetic content, but the genes used (expressed) by

the cell may be regulated in

different ways. Not all DNA codes for a protein; some

segments of DNA are involved in

regulatory or structural functions, and some have no as yet known

function.

● SUGGESTED TOPIC: RNA

5



form of DNA molecules. Genes are regions of DNA that contain the

instructions that code for the



very long DNA molecule, and each

gene on the chromosome is a




have the same genetic content, but the genes used (expressed) by the

cell may be regulated in different

ways. Not all DNA codes for a protein; some segments of DNA are

involved in regulatory or structural

functions, and some have no as yet known function.

● SUGGESTED TOPIC: Protein

Synthesis (Transcription/Translation)

● Diagram

6


contain genetic information in

the form of DNA molecules. Genes are regions of DNA that

contain the instructions that code

for the formation of proteins. ● DCI LS3.A HS-LS3-1 Each



each gene on the chromosome is

a particular segment of that




used (expressed) by the cell may

be regulated in different ways. Not all DNA codes for a protein;

some segments of DNA are

involved in regulatory or structural functions, and some


● SUGGESTED TOPIC: Protein Synthesis

(Transcription/Translation)

● Diagram

7








each gene on the chromosome is a




have the same genetic content, but the genes used (expressed) by the

cell may be regulated in different

ways. Not all DNA codes for a protein; some segments of DNA

are involved in regulatory or

structural functions, and some have no as yet known function.



● Transcription/Translation Virtual

Lab

8


contain genetic information in

the form of DNA molecules. Genes are regions of DNA that

contain the instructions that

code for the formation of proteins.

● DCI LS3.A HS-LS3-1 Each



each gene on the chromosome

is a particular segment of that DNA. The instructions for

forming species’ characteristics

are carried in DNA. All cells in an organism have the same

genetic content, but the genes

used (expressed) by the cell may be regulated in different

ways. Not all DNA codes for a

protein; some segments of DNA are involved in regulatory or

structural functions, and some

have no as yet known function. ● SUGGESTED TOPIC: Protein

Synthesis

(Transcription/Translation) ● Transcription/Translation

Virtual Lab

90 Minute PD - PLC SAT Registration Deadline

https://biologycorner.com/worksheets/transcription_translation_coloring.html

https://biologycorner.com/worksheets/transcription_translation_coloring.html





11

DOQ10A - RNA, Transcription,

Translation





● DCI LS3.A HS-LS3-1 Each chromosome consists of a single


each gene on the chromosome is a particular segment of that DNA.

The instructions for forming

species’ characteristics are carried in DNA. All cells in an organism

have the same genetic content,

but the genes used (expressed) by the cell may be regulated in

different ways. Not all DNA

codes for a protein; some segments of DNA are involved in

regulatory or structural functions,

and some have no as yet known function.



● Performance Task HS-LS1-1:


12

DOQ10A - RNA, Transcription,

Translation


form of DNA molecules. Genes are

regions of DNA that contain the instructions that code for the


● DCI LS3.A HS-LS3-1 Each chromosome consists of a single very

long DNA molecule, and each gene

on the chromosome is a particular segment of that DNA. The

instructions for forming species’

characteristics are carried in DNA. All cells in an organism have the

same genetic content, but the genes

used (expressed) by the cell may be regulated in different ways. Not all

DNA codes for a protein; some

segments of DNA are involved in regulatory or structural functions, and

some have no as yet known function.

● SUGGESTED TOPIC: Protein Synthesis (Transcription/Translation)

● Performance Task HS-LS1-1:


13

● DCI LS3.B HS-LS3-2 Although

DNA replication is tightly

regulated and remarkably accurate, errors do occur and

result in mutations, which are also

a source of genetic variation. ● DCI LS3.B HS-LS3-2


the expression of traits and hence affect the probability of

occurrences of traits in a

population. Thus the variation of traits observed depends on both

genetic and environmental factors.

● SUGGESTED TOPIC: Specific Gene/Chromosome Mutations

(Point, Frameshift, Chromosomal)

● DNA → Proteins → Mutations Activity

14


DNA replication is tightly regulated

and remarkably accurate, errors do occur and result in mutations, which

are also a source of genetic

variation. ● DCI LS3.B HS-LS3-2


the expression of traits and hence affect the probability of occurrences

of traits in a population. Thus the

variation of traits observed depends on both genetic and environmental

factors.

● SUGGESTED TOPIC: Specific Gene/Chromosome Mutations

(Point, Frameshift, Chromosomal)

● DNA → Proteins → Mutations Activity

15




result in mutations, which are

also a source of genetic variation. ● DCI LS3.B HS-LS3-2





genetic and environmental

factors. ● SUGGESTED TOPIC: Mutation

Activity

18 19


DNA replication is tightly regulated and remarkably accurate, errors do

occur and result in mutations, which

are also a source of genetic variation.


Environmental factors also affect the expression of traits and hence

affect the probability of occurrences

of traits in a population. Thus the variation of traits observed depends

20


DNA replication is tightly regulated and remarkably

accurate, errors do occur and

result in mutations, which are also a source of genetic variation.


Environmental factors also affect the expression of traits and hence

affect the probability of

occurrences of traits in a population. Thus the variation of

21


Disorders




result in mutations, which are also

a source of genetic variation. ● DCI LS3.B HS-LS3-2



22


Disorders




result in mutations, which are

also a source of genetic variation.


Environmental factors also affect the expression of traits

https://www.biologycorner.com/2018/02/17/dna-proteins-and-mutations/






● on both genetic and environmental

factors.


● Mutation Activity

traits observed depends on both

genetic and environmental factors. ● SUGGESTED TOPIC: Brief

Genetic Disorders (Down

Syndrome, Sickle Cell, Cystic Fibrosis) OR

BIOTECHNOLOGY

● Commonlit - Biometrics



genetic and environmental factors.

● SUGGESTED TOPIC: Brief Genetic Disorders (Down

Syndrome, Sickle Cell, Cystic

Fibrosis) OR BIOTECHNOLOGY

and hence affect the probability

of occurrences of traits in a population. Thus the variation

of traits observed depends on

both genetic and environmental factors.


Brief Genetic Disorders (Down Syndrome, Sickle

Cell, Cystic Fibrosis) OR

BIOTECHNOLOGY

Presidents Day

Schools Closed

90 Minute PD

25

● DCI LS4.A HS-LS4-1 Genetic

information provides evidence of evolution. DNA sequences vary

among species, bt there are many

overlaps; in fact, the ongoing branching that produces multiple

lines of descent can be inferred by

comparing DNA sequences of different organisms. Such

information is also derivable from

the similarities and differences in

amino acid sequences and from

anatomical and embryological

evidence. ● SUGGESTED TOPIC: Evolution

and Natural Selection

● Theories of Evolution

26













● Theories of Evolution

27


information provides evidence of evolution. DNA sequences

vary among species, bt there are

many overlaps; in fact, the ongoing branching that produces

multiple lines of descent can be

inferred by comparing DNA sequences of different

organisms. Such information is

also derivable from the

similarities and differences in


anatomical and embryological evidence.


Evolution and Natural Selection ● Darwin

28













● Darwin


https://www.commonlit.org/en/texts/biometrics-new-ids-that-are-uniquely-you?search_id=574025

March 2019


1




overlaps; in fact, the ongoing branching that produces multiple lines

of descent can be inferred by


information is also derivable from the

similarities and differences in amino acid sequences and from anatomical

and embryological evidence. ● SUGGESTED TOPIC: Evolution and

Natural Selection

4

● DCI LS4.A HS-LS4-1 Genetic information provides evidence

of evolution. DNA sequences

vary among species, bt there are many overlaps; in fact, the

ongoing branching that produces

multiple lines of descent can be inferred by comparing DNA

sequences of different

organisms. Such information is also derivable from the


amino acid sequences and from anatomical and embryological

evidence.

● SUGGESTED TOPIC: Evolution and Natural Selection

5

● DCI LS4.B HS-LS4-3 The traits that positively affect survival are

more likely to be reproduced, and

thus are more common in a population.

● SUGGESTED TOPIC: BIRD

BEAK Activity

6

● DCI LS4.B HS-LS4-3 The traits that positively affect survival are

more likely to be reproduced, and

thus are more common in a population.

● SUGGESTED TOPIC:BIRD

BEAK Activity

7










evidence.

● SUGGESTED TOPIC: Darwin’s Evidence for

Evolution

8

● DCI LS4.A HS-LS4-1 Genetic information provides evidence of

evolution. DNA sequences vary

among species, bt there are many overlaps; in fact, the ongoing

branching that produces multiple lines

of descent can be inferred by comparing DNA sequences of

different organisms. Such

information is also derivable from the similarities and differences in amino

acid sequences and from anatomical

and embryological evidence. ● SUGGESTED TOPIC: Darwin’s

Evidence for Evolution





90 Minute PD - PLC School Day SAT

(Tentative)


11










evidence.

● SUGGESTED TOPIC: Darwin’s Evidence for

Evolution

● SUGGESTED ACTIVITY: Performance Expectation Task:

Communicating Evidence of

Evolution HS-LS4-1

12

● DCI LS4.A HS-LS4-1 Genetic information provides evidence of

evolution. DNA sequences vary

among species, bt there are many overlaps; in fact, the ongoing

branching that produces multiple

lines of descent can be inferred by comparing DNA sequences of

different organisms. Such

information is also derivable from the similarities and differences in


anatomical and embryological evidence.

● SUGGESTED TOPIC: Darwin’s

Evidence for Evolution ● SUGGESTED ACTIVITY:

Performance Expectation Task:

Communicating Evidence of Evolution HS-LS4-1

13

● DCI LS4.B HS-LS4-2, HS-LS4-3 Natural selection occurs only

if there is both (1) variation in

the genetic information between organisms in a population and

(2) variation in the expression of

that genetic information - that is trait variation - that leads to

differences in performance

among individuals. ● DCI LS4.C HS-LS4-2

Evolution is a consequence of

the interaction of four factors: (1) the potential for a species to

increase in number, (2) the

genetic variation of individuals in a species due to mutation and

sexual reproduction, (3)

competition for an environment’s limited supply of

the resources that individuals

need in order to survive and

reproduce, and (4) the ensuing

proliferation of those organisms that are better able to survive

and reproduce in that

environment. ● SUGGESTED TOPIC: Natural

Selection

14

● DCI LS4.B HS-LS4-2, HS-LS4-3 Natural selection occurs only






among individuals. ● DCI LS4.C HS-LS4-2 Evolution

is a consequence of the

interaction of four factors: (1) the potential for a species to






need in order to survive and

reproduce, and (4) the ensuing

proliferation of those organisms that are better able to survive

and reproduce in that

environment. ● SUGGESTED TOPIC: Natural

Selection

15

● DCI LS4.B HS-LS4-2, HS-LS4-3 Natural selection occurs only if there

is both (1) variation in the genetic

information between organisms in a population and (2) variation in the

expression of that genetic information

- that is trait variation - that leads to differences in performance among

individuals.

● DCI LS4.C HS-LS4-2 Evolution is a consequence of the interaction of four

factors: (1) the potential for a species

to increase in number, (2) the genetic variation of individuals in a species

due to mutation and sexual

reproduction, (3) competition for an environment’s limited supply of the

resources that individuals need in

order to survive and reproduce, and (4) the ensuing proliferation of those

organisms that are better able to

survive and reproduce in that

environment.

● SUGGESTED TOPIC: Performance Expectation Task:

Natural Selection HS-LS4-2 OR

WS to accompany Activity (activity uses the same platform)

18

● DCI LS4.B HS-LS4-2, HS-LS4-

3 Natural selection occurs only






among individuals. ● DCI LS4.C HS-LS4-2 Evolution

is a consequence of the

interaction of four factors: (1) the potential for a species to

19

● DCI LS4.C HS-LS4-2, HS-LS4-3

Natural selection occurs only if

there is both (1) variation in the

genetic information between organisms in a population and (2)

variation in the expression of that

genetic information - that is trait variation - that leads to differences

in performance among

individuals. ● DCI LS4.C HS-LS4-2 Evolution

is a consequence of the interaction

of four factors: (1) the potential for a species to increase in

20

● DCI LS4.C HS-LS4-2, HS-LS4-

3 Natural selection occurs only






among individuals. ● DCI LS4.C HS-LS4-2

Evolution is a consequence of

the interaction of four factors: (1) the potential for a species to

21

DOQ12A Evolution and Natural

Selection

● DCI LS4.C HS-LS4-4 Natural

selection leads to adaptation, that is, to a population

dominated by organisms that are

anatomically, behaviorally, and physiologically well suited to

survive and reproduce in a

specific environment. That is, the differential survival and

reproduction of organisms in a

population that have an advantageous heritable trait

22







need in order to survive and reproduce, and (4) the ensuing

proliferation of those organisms

that are better able to survive and reproduce in that

environment.

● Performance Expectation Task:

Natural Selection HS-LS4-2 OR

WS to accompany Activity (activity uses the same platform)

number, (2) the genetic variation

of individuals in a species due to mutation and sexual reproduction,

(3) competition for an

environment’s limited supply of the resources that individuals need

in order to survive and reproduce,

and (4) the ensuing proliferation of those organisms that are better

able to survive and reproduce in

that environment. ● SUGGESTED TOPIC: Natural

Selection

● Peppered Moth Activity






need in order to survive and reproduce, and (4) the ensuing

proliferation of those organisms

that are better able to survive and reproduce in that

environment.

● SUGGESTED TOPIC: Natural

Selection

● Peppered Moth Activity

leads to an increase in the

proportion of individuals in future generations that have the

trait and to a decrease in the

proportion of individuals that do not.


ADAPTATIONS

90 Minute PD

All Day PD

25

DOQ12A Evolution and Natural

Selection

● DCI LS4.C HS-LS4-4 Natural selection leads to adaptation,

that is, to a population

dominated by organisms that are anatomically, behaviorally, and

physiologically well suited to

survive and reproduce in a specific environment. That is,

the differential survival and

reproduction of organisms in a population that have an

advantageous heritable trait

leads to an increase in the proportion of individuals in

future generations that have the

trait and to a decrease in the proportion of individuals that do

not.

● DCI LS4.C HS-LS4-3 Adaptation also means that the

distribution of traits in a

population can change when conditions change.


ADAPTATIONS

26


selection leads to adaptation, that

is, to a population dominated by organisms that are anatomically,

behaviorally, and physiologically

well suited to survive and

reproduce in a specific

environment. That is, the

differential survival and reproduction of organisms in a

population that have an

advantageous heritable trait leads to an increase in the proportion of

individuals in future generations

that have the trait and to a decrease in the proportion of

individuals that do not.

● DCI LS4.C HS-LS4-3 Adaptation also means that the distribution of

traits in a population can change

when conditions change. ● SUGGESTED TOPIC:

Performance Expectation Task -

Predator Prey Pursuit HS-LS4-4

27


selection leads to adaptation,

that is, to a population dominated by organisms that are

anatomically, behaviorally, and



specific environment. That is,

the differential survival and reproduction of organisms in a


advantageous heritable trait leads to an increase in the

proportion of individuals in

future generations that have the trait and to a decrease in the

proportion of individuals that do

not. ● DCI LS4.C HS-LS4-3

Adaptation also means that the

distribution of traits in a population can change when

conditions change.

● SUGGESTED TOPIC: Performance Expectation Task -


28


selection leads to adaptation,

that is, to a population dominated by organisms that are

anatomically, behaviorally, and



specific environment. That is,

the differential survival and reproduction of organisms in a


advantageous heritable trait leads to an increase in the

proportion of individuals in

future generations that have the trait and to a decrease in the

proportion of individuals that do

not. ● DCI LS4.C HS-LS4-3

Adaptation also means that the

distribution of traits in a population can change when

conditions change.

● SUGGESTED TOPIC: Performance Expectation Task -


29


selection leads to adaptation, that is,

to a population dominated by organisms that are anatomically,

behaviorally, and physiologically well

suited to survive and reproduce in a

specific environment. That is, the

differential survival and reproduction

of organisms in a population that have an advantageous heritable trait leads

to an increase in the proportion of

individuals in future generations that have the trait and to a decrease in the

proportion of individuals that do not.

● DCI LS4.C HS-LS4-3 Adaptation also means that the distribution of

traits in a population can change

when conditions change. ● SUGGESTED TOPIC: Performance

Expectation Task - Predator Prey

Pursuit HS-LS4-4

● Unit 3 Ends: DNA, Protein

Synthesis, Evolution and

Natural Selection

School Day SAT Makeup

(Tentative)

BIOLOGY DUA 3 WINDOW OPEN




POINTS OF EMPHASIS: UNIT 4 Overview: Ecological Principles and

Human Environmental Impact

Unit 4 Pacing:

April 1st - May 10th

Steam Fair Pacing:

May 3rd – June 14th

DOQ 13A - Intro to Ecological Principles

DOQ 14A - Organism Interactions





Performance Expectation Task Carrying

Capacity HS-LS2-1 (pg 15-16)

LAB Community Interactions Activity

(teacher version) / Community

Interactions Activity (student version)

Performance Expectation Task Pyramid

Models (pg 21-22)

Performance Expectation Task

Preserving Biodiversity (pg 47-48)

STEAM FAIR PROJECTS

STANDARDS: UNIT 4

HS-LS2-1 HS-LS2-2 HS-LS2-4 HS-LS2-6 HS-LS4-6


LS2.A LS2.B LS2.C LS4.D

FOCUS: UNIT 4 ● Describe the difference between

exponential and limited population

growth models.

● Fit different organisms into their

“ecological niche” in a given

habitat.

● Summarize the three categories of

symbiosis.

● Compare and contrast the six

categories of terrestrial biomes;

Tundra, Taiga, Deciduous Forests,

Grasslands, Tropical Rainforests,

and deserts.

● Conclude how humans have

impacted the ecosystem both

positively, and negatively,

describing the impact on a variety

of environments.



PERFORMANCE EXPECTATION TASKS ● Use mathematical and/or

computational representations to

support explanations of factors that

affects carrying capacity of

ecosystems at different scales. (HS-LS2-

1)

● Use mathematical representation to

support and revise explanations based

on evidence about factors affecting

biodiversity and populations in

ecosystems of different scales. (HS-LS2-

2)

● Evaluate the claims, evidence, and

reasoning that the complex

interactions in ecosystems maintain

relatively consistent number and types

of organisms in stable conditions, but

changing conditions may result in a

new ecosystem. (HS-LS2-6)

● Create or revise a simulation to test a

solution to test a solution to mitigate

adverse impacts of human activity on

biodiversity. (HS-LS4-6) STEAM FAIR

http://ysp.wustl.edu/KitCurriculum/EcologicalInteractions/EcoEvo_Ecological%20Interactions%20Kit_TeacherHandout.pdf

http://ysp.wustl.edu/KitCurriculum/EcologicalInteractions/EcoEvo_Ecological%20Interactions%20Kit_StudentHandout.pdf


April 2019


1

● DCI LS2.A HS-LS2-1, HS-

LS2-2 Ecosystems have carrying capacities, which are

limits to the numbers

organisms and populations they can support. These limits

result from such factors as the

availability of living and nonliving resources and from

such challenges such as

predation, competition, and disease. Organisms would

have the capacity to produce populations of great size were

it not for the fact that

environments and resources are finite. This fundamental

tension affects the abundance

of species in any given ecosystem.


Ecology ● Common Lit - Strength in

Numbers

2




organisms and populations they can support. These limits result

from such factors as the




have the capacity to produce populations of great size were it

not for the fact that

environments and resources are finite. This fundamental


of species in any given ecosystem.


Ecology

3

● DCI LS2.A HS-LS2-1, HS-LS2-

2 Ecosystems have carrying capacities, which are limits to the

numbers organisms and

populations they can support. These limits result from such

factors as the availability of

living and nonliving resources and from such challenges such as

predation, competition, and

disease. Organisms would have the capacity to produce

populations of great size were it not for the fact that environments

and resources are finite. This

fundamental tension affects the abundance of species in any

given ecosystem.

● SUGGESTED TOPIC: Population Ecology Factors,

Habitat vs. Niche

4

● DCI LS2.A HS-LS2-1, HS-LS2-2

Ecosystems have carrying capacities, which are limits to the



factors as the availability of living

and nonliving resources and from such challenges such as predation,

competition, and disease.

Organisms would have the capacity to produce populations of

great size were it not for the fact that environments and resources

are finite. This fundamental

tension affects the abundance of species in any given ecosystem.

● SUGGESTED TOPIC: Population

Ecology Factors, Habitat vs. Niche

5

● DCI LS2.A HS-LS2-1, HS-LS2-2

Ecosystems have carrying capacities, which are limits to the numbers

organisms and populations they can

support. These limits result from such factors as the availability of living and

nonliving resources and from such

challenges such as predation, competition, and disease. Organisms

would have the capacity to produce

populations of great size were it not for the fact that environments and

resources are finite. This fundamental tension affects the abundance of

species in any given ecosystem.

● SUGGESTED TOPIC: Population Growth (logistic vs exponential)

BIOLOGY DUA 3 90 Minute PD - PLC

BIOLOGY DUA 3

BIOLOGY DUA 3 BIOLOGY DUA 3

SAT Registration Deadline

BIOLOGY DUA 3

8






9




organisms and populations they can support. These limits result

from such factors as the

10

● DCI LS2.A HS-LS2-1, HS-LS2-

2 Ecosystems have carrying capacities, which are limits to the



factors as the availability of

11

DOQ 13A - Intro to Ecology Principles

● DCI LS2.A HS-LS2-1, HS-LS2-2 Ecosystems have carrying

capacities, which are limits to the

numbers organisms and populations they can support.

These limits result from such

12

DOQ 13A - Intro to Ecology Principles

● DCI LS2.A HS-LS2-1, HS-LS2-2 Ecosystems have carrying capacities,

which are limits to the numbers

organisms and populations they can support. These limits result from such

factors as the availability of living and

https://www.commonlit.org/en/texts/strength-in-numbers?search_id=573996

https://www.commonlit.org/en/texts/strength-in-numbers?search_id=573996

availability of living and

nonliving resources and from such challenges such as



populations of great size were

it not for the fact that environments and resources


tension affects the abundance of species in any given

ecosystem.


Population Growth (logistic vs

exponential)

availability of living and

nonliving resources and from such challenges such as



populations of great size were it

not for the fact that environments and resources are

finite. This fundamental

tension affects the abundance of species in any given

ecosystem.


Performance Expectation Task

- Carrying Capacity HS-LS2-1

living and nonliving resources

and from such challenges such as predation, competition, and

disease. Organisms would have

the capacity to produce populations of great size were it

not for the fact that environments

and resources are finite. This fundamental tension affects the

abundance of species in any

given ecosystem. ● SUGGESTED TOPIC:

Performance Expectation Task -

Carrying Capacity HS-LS2-1

factors as the availability of living

and nonliving resources and from such challenges such as predation,

competition, and disease.

Organisms would have the capacity to produce populations of

great size were it not for the fact

that environments and resources are finite. This fundamental

tension affects the abundance of

species in any given ecosystem. ● SUGGESTED TOPIC:

Community Interactions

● Common Lit - Symbiosis

nonliving resources and from such

challenges such as predation, competition, and disease. Organisms

would have the capacity to produce

populations of great size were it not for the fact that environments and

resources are finite. This fundamental

tension affects the abundance of species in any given ecosystem.

● SUGGESTED TOPIC: Community

Interactions

PARCC Testing Window

Opens

End of 3rd Marking Period

BIOLOGY DUA 3

BIOLOGY DUA 3

BIOLOGY DUA 3

BIOLOGY DUA 3

BIOLOGY DUA 3

15









have the capacity to produce

populations of great size were it not for the fact that

environments and resources



of species in any given

ecosystem. ● SUGGESTED TOPIC:

Community Interactions

BIOLOGY DUA 3

16

● DCI LS2.C HS-LS2-2, HS-

LS2-6 A complex set of interactions within an

ecosystem can keep its

numbers and types of organisms relatively constant

over long periods of time under

stable conditions. If a modest biological or physical

disturbance to an ecosystem

occurs, it may return to its more or less original status, as

opposed to to becoming a very

different ecosystem. Extreme fluctuations in conditions or the

size of any population, however

can challenge the functioning

of ecosystems in terms and

habitat availability.

● Community Interactions Activity (teacher version)

● Community Interactions

Activity (student version)

BIOLOGY DUA 3

17

DOQ 14A -Organism Interactions


A complex set of interactions

within an ecosystem can keep its

numbers and types of organisms relatively constant over long

periods of time under stable

conditions. If a modest biological or physical disturbance

to an ecosystem occurs, it may

return to its more or less original status, as opposed to to becoming

a very different ecosystem.

Extreme fluctuations in conditions or the size of any

population, however can

challenge the functioning of ecosystems in terms and habitat

availability.

● Community Interactions Activity (teacher version)

● Community Interactions Activity

(student version)

BIOLOGY DUA 3

18

DOQ 14A - Organism Interactions


A complex set of interactions

within an ecosystem can keep its

numbers and types of organisms relatively constant over long

periods of time under stable

conditions. If a modest biological or physical disturbance to an

ecosystem occurs, it may return to

its more or less original status, as opposed to to becoming a very

different ecosystem. Extreme

fluctuations in conditions or the size of any population, however

can challenge the functioning of

ecosystems in terms and habitat availability.

● Community Interactions Activity

(teacher version) ● Community Interactions Activity

(student version)

BIOLOGY DUA 3

19

½ Day

90 Minute PD

½ Day

HS Parent Teacher

Conferences

Spring Break

Schools Closed

https://www.commonlit.org/en/texts/clownfish-and-sea-anemone?search_id=574053











22 23 24 25 26

Spring Break

Schools Closed

Spring Break

Schools Closed

Spring Break

Schools Closed

Spring Break

Schools Closed

Spring Break

Schools Closed

29

● DCI LS2.B HS-LS2-4 Plants

or algae form the lowest level

of the food web. At each link upward in a food web, only a

small fraction of the matter

consumed at the lower level is transferred upward, to produce

growth and release energy in

cellular respiration at the higher levels of a food web.

Some matter reacts to release

energy for life functions, some matter is stored in newly made

structures, and much is

discarded. The chemical elements that make up the

molecules of organisms pass

through food webs and into and out of the atmosphere and

soil, and they are combined

and recombined in different ways. At each link in an

ecosystem, matter and energy

are conserved. ● SUGGESTED TOPIC: Energy

Flow, Food Webs, and Trophic

Levels

30

● DCI LS2.B HS-LS2-4 Plants

or algae form the lowest level

of the food web. At each link upward in a food web, only a

small fraction of the matter

consumed at the lower level is transferred upward, to produce

growth and release energy in

cellular respiration at the higher levels of a food web. Some

matter reacts to release energy

for life functions, some matter is stored in newly made

structures, and much is

discarded. The chemical elements that make up the

molecules of organisms pass

through food webs and into and out of the atmosphere and soil,

and they are combined and

recombined in different ways. At each link in an ecosystem,

matter and energy are

conserved. ● SUGGESTED TOPIC: Energy


Levels

May 2019


1

● DCI LS2.B HS-LS2-4 Plants or

algae form the lowest level of the food web. At each link upward

in a food web, only a small

fraction of the matter consumed at the lower level is transferred

upward, to produce growth and

release energy in cellular respiration at the higher levels of

a food web. Some matter reacts

to release energy for life functions, some matter is stored

in newly made structures, and much is discarded. The chemical

elements that make up the

molecules of organisms pass through food webs and into and

out of the atmosphere and soil,

and they are combined and recombined in different ways.

At each link in an ecosystem,

matter and energy are conserved. ● SUGGESTED TOPIC: Energy


Levels ● Performance Expectation Task -

Pyramid Models HS-LS2-4

2

● DCI LS2.B HS-LS2-4 Plants or

algae form the lowest level of the food web. At each link upward in

a food web, only a small fraction

of the matter consumed at the lower level is transferred upward,

to produce growth and release

energy in cellular respiration at the higher levels of a food web. Some

matter reacts to release energy for

life functions, some matter is stored in newly made structures,

and much is discarded. The chemical elements that make up

the molecules of organisms pass

through food webs and into and out of the atmosphere and soil, and

they are combined and recombined

in different ways. At each link in an ecosystem, matter and energy

are conserved.

● SUGGESTED TOPIC: Energy Flow, Food Webs, and Trophic

Levels

● Performance Expectation Task - Pyramid Models HS-LS2-4

3

● DCI LS4.D HS-LS4-6 Humans

depend on the living world for the resources and other benefits

provided by biodiversity. But

human activity is also having adverse impacts on biodiversity

through overpopulation,

overexploitation, habitat destruction, pollution, introduction

to invasive species, and climate

change. Thus sustaining biodiversity so that ecosystem

functioning and productivity are maintained is essential to

supporting and enhancing life on

Earth. Sustaining biodiversity also aids humanity by preserving

landscapes of recreational or

inspirations value. ● SUGGESTED TOPIC:

Biodiversity and Conservation

● Common Lit - Climate Change

SAT Registration Deadline ACT Registration Deadline

STEAM Fair PREP/

BRAINSTORMING

https://www.commonlit.org/en/texts/will-we-fix-the-weather-yes-should-we-fix-the-weather-hmmm?search_id=573976

6

● DCI LS4.D HS-LS4-6 Humans depend on the living world for the

resources and other benefits

provided by biodiversity. But human activity is also having

adverse impacts on biodiversity

through overpopulation, overexploitation, habitat

destruction, pollution,

introduction to invasive species, and climate change. Thus

sustaining biodiversity so that

ecosystem functioning and productivity are maintained is

essential to supporting and

enhancing life on Earth. Sustaining biodiversity also aids

humanity by preserving

landscapes of recreational or inspirations value.



7

● DCI LS4.D HS-LS4-6 Humans depend on the living world for

the resources and other benefits













Biodiversity and Conservation ● Common Lit - Conservation

8

● DCI LS4.D HS-LS4-6 Humans depend on the living world for

the resources and other benefits













Biodiversity and Conservation ● Common Lit - Water Scarcity

9






destruction, pollution, introduction

to invasive species, and climate change. Thus sustaining

biodiversity so that ecosystem







● Performance Expectation Task: Preserving Biodiversity HS-LS4-6

10






destruction, pollution, introduction

to invasive species, and climate change. Thus sustaining

biodiversity so that ecosystem







● Performance Expectation Task: Preserving Biodiversity HS-LS4-

6

STEAM Fair PREP/

BRAINSTORMING

AP US Gov’t Test

STEAM Fair PREP/

BRAINSTORMING

SCIENCE STATE EXAM Testing

Window Opens

STEAM Fair PREP/

BRAINSTORMING

STEAM Fair PREP/

BRAINSTORMING

STEAM Fair PREP/

BRAINSTORMING

AP US History Test

13

STEAM Fair

14

STEAM Fair

15

STEAM Fair

16

STEAM Fair

17

STEAM Fair

AP Bio Test AP Art History Test

90 Minute PD - PLC

AP English Lang. Test AP World History Test

20

STEAM Fair

21

STEAM Fair

22

STEAM Fair

23

STEAM Fair

24

STEAM Fair

https://www.commonlit.org/en/texts/choosing-a-warning-label-for-human-dna?search_id=574053

https://www.commonlit.org/en/texts/water-scarcity-a-global-issue?search_id=574220

27

STEAM Fair

28

STEAM Fair

29

STEAM Fair

30

STEAM Fair

31

STEAM Fair

SCIENCE STATE EXAM Testing

Window Closes

Memorial Day

Schools Closed

PARCC Testing Ends

90 Minute PD

June 2019


3

STEAM Fair

4

STEAM Fair

5

STEAM Fair

6

STEAM Fair

7

STEAM Fair

10

STEAM Fair

11

STEAM Fair

12

STEAM Fair

13

STEAM Fair

14

STEAM Fair

90 Minute PD

Final PLC focused on

Feedback


STEAM Fair

17 18 19 20 21

90 Minute PD Last Day of School

End of 4th Marking Period

24 25 26 27 28

School Leader PD School Leader PD School Leader PD School Leader PD School Leader PD

Documents

Biology Pacing Calendar August - Camden City School District · Eukaryotes slides Cell Reading Common Lit DOQ2A - Macromolecules 2 Multicellular organisms have a hierarchical structural